Course syllabus for ELED 303 Developmental Reading in Elementary Schools
Course description: Introduces prospective teachers to content, methodology, and materials for elementary school reading. Explores options for making instructional decisions

L\u27Allier, Susan K.

Governors State University

' 1 •'Governors State UniversityCollege of Education/Division of EducationCourse SyllabusCourse Title: Developmental Reading in Elementary SchoolsCourse Number: ELED 303Credit Hours: 3Instructor: Dr. Susan K. L'AllierTelephone: (708) 534-4129Trimester:Office: D34029Fall 1997m 0Sic&uJ0*)1Catalogue Description:Introduces prospective teachers to content, methodology, andmaterials for elementary school reading. Explores options formaking instructional decisions.Prerequisites and Coreguisites:Prerequisites: Admission to Teacher Education, EDUC 320, andEDUC 321Corequisites: ELED 301 and ELED 302Required Texts:Lowry, L. (1989). Number the stars.Doubleday Dell Books for Young Readers.New York: BantamVacca, J. L., Vacca, R. T., & Gove, M. K. (1995). Readingand learning to read (3rd ed.). New York: HarperCollins.01rouinstructional Objectives:Given the student's reading of the required texts andparticipation in lectures, discussions, demonstrations, fieldexperiences, data collection, and analysis activitiesassociated with this course, he/she should be able to:1. demonstrate an understanding of linguistic and culturaldifferences and design instruction which reflects theliterary heritage of a multicultural/multiracial nation;2. explain the concept of emergent literacy and itsimplications for teaching and learning;3. explain the function of prior knowledge and experience inlearning new information and describe strategies which helpstudents relate what they already know to what they arelearning;4. describe the role of metacognition in reading and learningfrom text, and identify strategies which aid students indeveloping metacognitive skills;5. incorporate in lesson plans approaches for teaching theflexible use of a wide variety of word recognitionstrategies;6. integrate reading and writing instruction so that readingcomprehension enhances the development of skill withwritten language and writing enhances the development ofskill in reading comprehension;7. identify strategies and plan instruction which engagesstudents in analytical, critical, and divergent thinkingwith text and in recognizing bias and propaganda in text;8. select strategies for enhancing students1 literal,inferential, and critical comprehension of narrative andexpository texts;9. plan instruction which teaches the use of reference andstudy skills in a meaningful context;10. describe the relationship of graphophonemic, syntactic,semantic, and pragmatic systems of language to the readingprocess;11. discuss approaches for creating a classroom atmospherewhich fosters personal-social growth and is conducive tohelping students become lifelong readers;ELED 303 - Objectives12. demonstrate an understanding of the implications of P. L.94-142 and inclusion by planning instruction which isresponsive to the needs of all students, including studentswith learning disabilities and/or languagedifferences and students who are gifted;13. demonstrate familiarity with research on reading andwriting in elementary schools and with professionalresources and organizations teachers can use to furthertheir own professional development;14. identify the advantages and disadvantages of standardized,informal, and portfolio assessment procedures.ELED 303 - Objectives

ELED 303 Developmental Reading in Elementary Schools

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Governors State University